12. Anexos
12.2 Anexo B (Plan de clase 2)
In order to develop criterion-referenced tests, you need the list of performance objectives based on the instructional analysis. The conditions, behavior, and criteria contained in each objective help you determine the best format for your assessment in-strument.
An objective test format is best for many ver-bal information and intellectual skill objectives;
however, you still must decide what objective-style item format is most congruent with the prescribed conditions and behaviors. Objective items should be written to minimize the possibility of guessing the answer correctly, and they should be clearly written so that all stimuli or cues prescribed in the objective are present in the item or instructions. You must also decide how many items are necessary to measure adequately student performance on each objective. In determining the number of items to produce, you must consider how many times the information or skill will be tested. Enough items to
support the construction of pretests and posttests should be produced. Whenever possible, learners should be presented with a different item each time an objective is measured.
Some intellectual skills cannot be measured using objective test items, such as writing a para-graph, making a persuasive speech, and ana-lyzing and contrasting certain features of two different methods for predicting economic trends.
Intellectual skills that result in a product or a performance, psychomotor skills, and behaviors related to attitudes should be measured using tests that consist of instructions for the learner and an observation instrument for the evaluator.
In creating these instruments you must identify, paraphrase, and sequence the observable elements of the product, performance, or behavior. You must also select a reasonable judgment format for the evaluator and determine how the instrument will be scored.
S UMMARY
Practice 167
P RACTICE
Judge whether each of the following statements about criterion-referenced tests is correct. If it is, place a C in the space before the item. If it is incor-rect, state briefly why it is incorrect. Check your answers in the Feedback section.
______ 1. A criterion-referenced test is composed of items that measure behavior.
______ 2. A criterion-referenced test is the same as an objective-referenced test.
______ 3. Test items in criterion-referenced tests need not measure the exact type of behavior described in a performance objective.
______ 4. Test items for criterion-referenced tests are developed directly from skills identi-fied in the instructional analysis.
______ 5. It is always a good idea to construct en-try skill test items for the pretest.
______ 6. Entry skill test items are developed to measure skills learners should possess before beginning instruction.
______ 7. Pretests are used before instruction to in-dicate students’ prior knowledge about what is to be taught as well as their knowledge of prerequisite entry skills.
______ 8. Criterion-referenced test items are writ-ten directly from performance objectives, which in turn are written directly from the skills in an instructional analysis.
Using the instructional analysis diagram that fol-lows, indicate by box number(s) the skills that should be used to develop test items for the:
No Some Yes 4. Assessment-Centered Criteria Is/are:
___ ___ ___ a. All information required to answer provided?
___ ___ ___ b. Language clear and parsimonious?
___ ___ ___ c. Grammar, spelling, and punctuation correct?
___ ___ ___ d. Item formatting rules followed (consult measurement text)?
___ ___ ___ e. Format feasible given resources (time, personnel, costs)?
___ ___ ___ f. Professional looking?
B. Product, Live Performance, and Attitude Assessments 1. Directions Do directions clearly indicate:
___ ___ ___ a. What is to be done?
___ ___ ___ b. How it is to be done?
___ ___ ___ c. Any needed resources, facilities, equipment?
___ ___ ___ d. Any constraints on time, format, etc.?
___ ___ ___ e. Appropriate guidance for task and learner needs?
2. Elements or Features to be Rated Are elements:
___ ___ ___ a. Important?
___ ___ ___ b. Observable?
___ ___ ___ c. Paraphrased?
___ ___ ___ d. Sequenced in natural order of occurrence?
___ ___ ___ e. Stated either neutrally or positively for consistent rating direction?
3. Rating or Quality Judgment Are the rating categories:
___ ___ ___ a. Consistent in directionality (Yes is positive rating, No is low)?
___ ___ ___ b. Labeled using both numbers and verbal descriptions?
___ ___ ___ c. Low in number of rating levels (rarely over three/four)?
___ ___ ___ d. Fair in that “zero” used only when element is totally missing?
___ ___ ___ e. Likely to yield reliable ratings (consistent across raters and time)?
The quality of your items and instruments depends on the quality of your objectives, which in turn depends on the quality of your instructional analysis and goal statement. After reviewing the items you have devel-oped for your objectives, you should stop forward progress in the design process and evaluate your overall design to this point, revising your work if needed for overall quality and congruence. Following this overall design evaluation, you can proceed to Chapter Eight on instructional strategies.
______ 9. Entry skills test purpose, state the purpose of a declarative sen-tence. The purpose should include to convey/
tell information.
5.7 Given several complete simple sentences that include declarative, interrogative, and ex-clamatory sentences that are correctly or incor-rectly closed using a period, locate all those that are declarative.
5.11 Write declarative sentences on (1) selec-ted topics and (2) topics of student choice.
Sentences must be complete and closed with a period.
14. Develop a test that includes instructions for the learner and evaluation forms for the psycho-motor skill of putting a golf ball. The following performance objectives are based on the instruc-tional analysis in Figure 4.6 . The test should have two parts, including putting form and putting accuracy. Compare the instructions you write with the ones included in the correspond-ing item of the Feedback.
Objectives: On a putting green and using a regu-lation ball and putter:
5.1 Demonstrate good form while putting the golf ball. The body must be relaxed and aligned with the target, and the club must be comfort-ably gripped at the correct height. The stroke must be the appropriate height, speed, and direction for the target and smoothly executed.
The face of the putter should be square through-out the stroke.
6.1 Putt uphill, downhill, and across hill on a sloped putting green; from distances of ten, fifteen, and twenty-five feet; putt accurately enough for the balls to reach a distance of no less than three feet from the cup.
15. Plan a design evaluation, creating a chart with three columns: skills, objectives, and assessments. In addition to the design evalu-ation chart you construct, what design docu-ment helps you determine the congruence of the information in column 1 of your chart?
What information do you need to judge the congruence and quality of the information in column 2 of your chart? What information do you need to judge the congruence and quality of the information in column 3 of your chart?
How are these various design elements related during the evaluation?
Write parallel assessments for performance objec-tives. On a separate sheet of paper, write a test item or other assessment that is congruent with the con-ditions, behavior, and content prescribed in each of the following performance objectives on writing composition. Assume the following:
• Your target group consists of average and above-average middle school students.
• The performance and learning contexts are their school classroom and other areas of the school and community where they might be expected to write. In Appendix D , students have access to their teachers and to Blackboard for the instruction and appropriate assessments.
You can use the rubric as an aid to constructing your items and for evaluating those you create.
12. Write a terminal objective for the following: In written composition, use a variety of sentence types and accompanying punctuation based on the purpose, mood, and complexity of the sen-tence. Sentences will be judged on format for sentence type, punctuation, sentence type by sentence purpose, and sentence variety within paragraphs.
13. Write performance objectives for the following items taken from Appendix D :
Feedback 169 for which test items should be included are Entry skills: skills 1 through 4
Pretest: skills 5 through 14 Posttest: skills 5 through 14
12–13. Compare your test items with those in Appendix E . In addition to these examples, you should review the more complete design evaluation chart for writing composition located there.
14. Instructions to learners for the putting exam are provided next, and you can also compare the evaluation form you designed with the one contained in Figure 7.4 .
Putting Assessment Instructions
The putting exam consists of two parts: putting form and putting accuracy. You are required to execute twenty-seven putts for the exam.
Your putting form is judged throughout the test using the top part of the attached rating sheet.
The aspects of your form are listed in columns A and B. Your score depends on the number of OKs circled in the column labeled (1). You can receive a total score of ten on putting form if you do not consistently commit any of the mistakes named in the errors column. In the example, the student received a total score of seven. The errors consistently committed were all related to the swing: low backswing and follow-through and slow swing speed.
Your putting accuracy is also judged on the twenty-seven putts. Nine of the putts will be uphill, nine will be downhill, and nine will be across the hill to the cup. From each area, three putts will be
from ten feet, three from fifteen feet, and three from twenty-five feet. Your accuracy score depends on the proximity of each putt to the cup. Three rings are painted on the green at one-foot intervals from the cup to make a target area. The following points are awarded for each area:
In cup = 4 points Within 1 foot = 3 points Within 2 feet = 2 points Within 3 feet = 1 point Outside 3 feet = 0
Balls that land on a ring are assigned the higher point value. For example, if a ball lands on the one-foot ring, you receive three points.
Each of your twenty-seven putts will be tal-lied on the form at the bottom of the sheet. The example is completed to show you how it will be done. Putting uphill from ten feet, the student putted two balls in the cup and another within the one-foot ring. Eleven points (4 + 4 + 3) were earned for putting uphill from ten feet. Look at the fifteen feet across hill section. One putt was within one foot, one was within three feet, and one was outside three feet for a total of four points (3 + 1 + 0). In summing the student’s scores, all putts from each distance and from each area are added. For example, the student has a ten-foot score of 27 and an uphill score of 25. The student’s overall score is 56.
The following score levels will be used to evaluate your overall putting performance on the test:
Acceptable = 27 or (27 × 1) Good = 41 or (27 × 1.5) Excellent = 54 or (27 × 2) Perfect! = 108 or (27 × 4)
Before reporting for your test, be sure to warm up by putting for at least fifteen minutes or thirty putts. Remain on the practice greens until you are called for the exam.
15. See Figure 7.5 and the discussion in the text.
F EEDBACK
Instructional
Skills Objectives Assessments Checklist of Criteria for Assessment
Y N
f i g u r e 7 . 5
Design Elements Gathered and Used in Conducting a Design Evaluation
Checklist and Tally for Evaluating Putting Form and Accuracy
170
References and Recommended Readings 171
Arter, J. A., & Chappius, J. (2006). Creating and recogniz-ing quality rubrics. Upper Saddle River, NJ: Pearson.
Arter, J. A., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press. Promotes integrating assessment with instruction to improve student performance.
Carey, L. M. (2001). Measuring and evaluating school learn-ing (3rd ed.). Boston, MA: Pearson. Includes derivlearn-ing and writing test items, product, performance, attitude directions and rubrics, and portfolio assessment.
Terminology is consistent with this text.
Chappius, J., Stiggins, R. J., Chappius, S., & Arter, J. A.
(2011). Classroom assessment for student learning: Doing it right—Using it well (2nd ed.). Upper Saddle River, NJ: Pearson. Discusses shift in assessment from rank-ing students to helprank-ing them succeed.
Fishman, J. A. (2003). Introduction to test construction in the social and behavioral sciences: A practical guide.
Lanham, MD: Rowman & Littlefield. Presents a good perspective on test construction that begins with the end goal as a first consideration in instrument design.
Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2004). Principles of instructional design (5th ed.). Belmont, CA: Wadsworth/Thomson Learning.
Includes a chapter on assessing student performance for not only the development of objective-referenced assessments, but also the concept of “mastery” and norm-referenced measures.
Kubiszyn, T., & Borich, G. D. (2013). Educational testing and measurement: Classroom application and practice (10th ed.). New York, NY: Wiley. Describes criterion-referenced assessment, including information on item writing criteria, developing alternative assess-ments, and portfolio assessment.
Mayer, R. E., (2011). Applying the science of learning.
Upper Saddle River, NJ: Pearson. Emphasizes link-age among learning, instruction, and assessment.
McMillan, J. H. (2013). Classroom assessment: Principles and practice for effective standards-based instruction (6th ed.). Upper Saddle River, NJ: Pearson.
Emphasizes formative evaluation for improving stu-dent learning.
Miller, M. D., Linn, R. L., & Gronlund, N. E. (2009).
Measurement and assessment in teaching (10th ed.).
Upper Saddle River, NJ: Merrill. Provides compre-hensive coverage of classroom assessment from design through interpretation.
Nitko, A. J., & Brookhart, S. M. (2010). Educational assessment of students (6th ed.). Upper Saddle River, NJ: Pearson. Includes a good section on assessment of higher-order thinking, problem solving, and criti-cal thinking.
Phillips, P. P. (Ed.) (2010). Measuring and evaluating train-ing. Alexandria, VA: ASTD Press.
Popham, W. J. (2013). Classroom assessment: What teach-ers need to know (7th ed.). Upper Saddle River, NJ:
Pearson. Focuses on program evaluation from initial design through reporting results.
Russell, M., & Airasian, P. W. (2011). Classroom assess-ment (7th ed.). New York: McGraw-Hill. Provides comprehensive coverage of classroom assessment from design through interpretation.
Shrock, S. A., & Coscarelli, W. C. (2007). Criterion-referenced test development: Technical and legal guidelines for corpo-rate training (3rd ed.). San Francisco, CA: Pfeiffer.
Focuses on criterion-referenced test development and the importance of linking enabling skills with assess-ment tasks.
Stiggins, R., & Chappius, J. (2011). Introduction to student involved assessment for learning (6th ed.). Upper Saddle River, NJ: Pearson. Promotes quality assessment for the classroom, including designing classroom tests congruent with the purpose for the test.
R EFERENCES AND R ECOMMENDED R EADINGS
Revise Instruction
Analyze Learners and Contexts Identify
Instructional Goal(s)
Write Performance Objectives
Develop Assessment Instruments Conduct
Instructional Analysis
O b j e c t i v e s
➤ Name the five learning components of an instructional strategy and list the primary considerations within each.
➤ Plan the learning components of an instructional strategy, including prein-structional activities, content presentation and learning guidance, learner participation, assessment, and follow-through activities, for a set of objectives for a particular group of learners.
➤ Specify learning components congruent with learners’ maturity and ability levels.
➤ Tailor learning components for the type of learning outcome.
173 Design and
Conduct Formative Evaluation of Instruction Develop
Instructional